Middle School Teams Increasing Access to General Education for Students with Significant Disabilities: Issues Encountered and Activities Observed across Contexts

Autor/inn/en	Matzen, Katherine; Ryndak, Diane; Nakao, Taketo
Titel	Middle School Teams Increasing Access to General Education for Students with Significant Disabilities: Issues Encountered and Activities Observed across Contexts
Quelle	In: Remedial and Special Education, 31 (2010) 4, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327457
Schlagwörter	Student Needs; General Education; Special Education Teachers; Regular and Special Education Relationship; Mainstreaming; Inclusive Schools; Teamwork; Middle Schools; Severe Disabilities; Interviews; Teacher Attitudes; Parent Attitudes; Observation; Self Contained Classrooms; Behavior Problems; Teaching Methods; Classroom Techniques; Beliefs; Access to Education; Teacher Collaboration; Social Behavior; Antisocial Behavior + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inclusive school; Integrative Schule; Middle school; Mittelschule; Mittelstufenschule; Severe disability; Schwerbehinderung; Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Belief; Glaube; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerkooperation; Social behaviour; Soziales Verhalten
Abstract	The experiences of three students with significant disabilities and their educational teams were studied during these students' first year of receiving general education services. Interviews were conducted with general educators, special educators, and parents to identify issues encountered during the year. Also, classroom observations were conducted throughout the year in both self-contained and general education settings for each student, and time sampling data were collected on instruction, downtime, and problem behavior. Results indicated that the education teams encountered several issues related to providing general education access for students with significant disabilities relating to two primary areas: (a) philosophical differences about the purpose of providing access to general education for students with significant disabilities, and (b) efforts to collaboratively team and meet the educational needs of the students with significant disabilities. Observational results indicated that the students received more instruction, experienced less downtime, and engaged in fewer problem behaviors in general education settings. (Contains 4 figures and 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10